Common use of Developing the Young Workforce Clause in Contracts

Developing the Young Workforce. ‌ In response to Developing the Young Workforce, we have extended partnerships with community learning and development and local schools, particularly in relation to Rural Skills. These part-time courses offers progression to our full-time NC Rural Skills Course. This has greatly supported student transition, particularly those facing multiple barriers to learning. We have shared innovative practice with school and community colleagues. We are active members of The Developing Midlothian’s Young Work Force Committee and our Preparation for FE Course (SCQF Level 4) is particularly relevant to younger learners. We are now exploring SCQF Level 5 Work-Based Qualification with SRUC. Our new Forest and Outdoor Learning Awards target school pupils across Scotland. The awards have been piloted at level 3 with S2/3 pupils at local high schools. We are now running 7 pilots across Scotland, involving schools and local organisations. The pilots include 3 high schools: Dalkeith High School; St David’s High School, Dalkeith and St Columba’s High School, Dunfermline. Fr om January 2019, the FOLAs will be recognised on t he Insight Tool, which will significantly extend their appeal to high schools across Scotland. We are also exploring apprenticeships with local employers in relation to our Forest College programme and exploring a w ork-based SCQF Level 5 Rural Skills apprenticeship with SRUC. Senior Phase‌ The college is an active partner with both Midlothian and East Lothian CPP groups. We will continue to offer vocational pathways for senior phase pupils in part-time and full- time NC Rural Skills courses, NC Celtic Studies and HNC Social Sciences. Forest and Outdoor Learning Awards at SCQF levels 2-8 are available to young people and adults. We are also exploring Modern Apprenticeships with SRUC and will offer a M usic Transition course in partnership with Midlothian high schools and E dinburgh ▇▇▇▇▇▇ University. Curriculum Planning and Review‌ We involve a r ange of stakeholders and pa rtners in planning and reviewing our curriculum. These include colleagues in FE, HE, voluntary organisations, schools and local authorities. The value of this is reflected in our successful HNC partnership with QMU and i n our Preparation for FE Course with Midlothian Council. All teaching staff engage fully in this process and involve students through an effective quality cycle. 88% of students who completed the SSES agreed that staff regularly discussed progress with them. In response to local and national priorities, we engage in strategic local and nat ional planning groups, as detailed above. The college has developed well-designed programmes, which align effectively with local and national priorities, particularly in relation to Access and Inclusion. Notable examples are our Access courses, Adult Achievement Awards and For est and O utdoor Learning Awards. Our new Access to Primary Education Course has been developed in partnership with QMU in response to this national priority. It enhances our existing Access to Social Sciences Course. • continue to develop the student voice in curriculum review • maximise student enrolments and increase attainment and student satisfaction • extend employability in Course Improvement Plans and ex plore Modern Apprenticeships with SRUC • extend the use of interactive technology across the curriculum.

Developing the Young Workforce. ‌ In response The College continues to sustain strong strategic partnerships with its three local authority education services. The College provides pupils in all 18 Forth Valley secondary schools (8 in Falkirk Council; 7 in the Stirling Council area; and 3 in the Clackmannanshire Council area) with the opportunity to follow vocational pathways and achieve vocational qualifications at SCQF level 5 and above as an integral part of their senior phase curriculum. The College has jointly developed its plans for Developing the Young WorkforceWorkforce with local authority partners and school Head Teachers and, where appropriate, with Skills Development Scotland (SDS) and employers. All three of the local authority education services and the College have put in place dedicated staff at a senior level to facilitate the planning and implementation. Across all three local authorities, we have extended partnerships with community learning and development and local schools, particularly in relation agreed that the College will prioritise sustainable partnership activity open to Rural Skills. These part-time courses offers progression to our full-time NC Rural Skills Course. This has greatly supported student transition, particularly those facing multiple barriers to learning. We have shared innovative practice with school and community colleagues. We are active members of The Developing Midlothian’s Young Work Force Committee and our Preparation for FE Course (SCQF Level 4) is particularly relevant to younger learners. We are now exploring SCQF Level 5 Work-Based Qualification with SRUC. Our new Forest and Outdoor Learning Awards target school pupils across Scotland. The awards have been piloted at level 3 with S2/3 pupils at local high schools. We are now running 7 pilots across Scotland, involving schools and local organisations. The pilots include 3 high schools: Dalkeith High School; St David’s High School, Dalkeith and St Columba’s High School, Dunfermline. Fr om January 2019, the FOLAs will be recognised on t he Insight Tool, which will significantly extend their appeal to high schools across Scotland. We are also exploring apprenticeships with local employers in relation to our Forest College programme and exploring a w ork-based SCQF Level 5 Rural Skills apprenticeship with SRUC. Senior Phase‌ The college is an active partner with both Midlothian and East Lothian CPP groups. We will continue to offer vocational pathways for senior phase pupils in partfrom all Forth Valley secondary schools (rather than school-time specific). The College works closely with all its partners to develop and full- time NC Rural Skills coursesdeliver vocational pathways appropriate to the broadest range of senior-phase school pupils. As we move forward, NC Celtic Studies and HNC Social Sciences. Forest and Outdoor Learning Awards the College continues to be at SCQF levels 2-8 are available to young people and adults. We are also exploring Modern Apprenticeships with SRUC and will offer a M usic Transition course in partnership with Midlothian high schools and E dinburgh ▇▇▇▇▇▇ University. Curriculum Planning and Review‌ We involve a r ange the forefront of stakeholders and pa rtners in economic planning and reviewing development within our curriculum. These include colleagues communities, working with key partners to build the talent pipeline for all relevant sectors that our local economy requires both now and in FE, HE, voluntary organisations, schools and local authoritiesthe future. The value main economic initiatives that the College are involved in include: Forth Valley College have been an active member of this is reflected the Falkirk Economic Partnership since its inception in our successful HNC partnership with QMU and i n our Preparation for FE Course with Midlothian Council. All teaching staff engage fully in this process and involve students through an effective quality cycle. 88% of students who completed the SSES agreed that staff regularly discussed progress with them. In response to local and national priorities, we engage in strategic local and nat ional planning groups, as detailed above2016. The college has developed well-designed programmes, which align effectively with local and national priorities, particularly in relation to Access and Inclusion. Notable examples are our Access courses, Adult Achievement Awards and For est and O utdoor Learning Awards. Our new Access to Primary Education Course key activity of the Partnership has been developed in partnership with QMU in response to this national priority. It enhances our existing Access to Social Sciences Course. • continue to develop the student voice case for the Falkirk and Grangemouth Investment Zone through the Growth Deal. A formal agreement referred to as “Heads of Terms” was officially signed on 21 December 2021 between the Council, UK and Scottish Government for delivery of the £80m growth deal and £10m of associated investments. One project, agreed within the Heads of Terms and subsequently going forward in curriculum review • maximise student enrolments the Strategic Outline Case, is FVC’s “Innovation Skills Transition Centre”. This is a Project which seeks an initial £4m investment from the growth deal. The strategic proposal is to create space within the FVC Falkirk campus that is a national focus for innovation and increase attainment and student satisfaction • extend employability in Course Improvement Plans and ex plore Modern Apprenticeships skills as we transition to Net Zero. The draft outline business case for this proposal has now been shared with SRUC • extend the use of interactive technology across the curriculumlocal authority partners.

Developing the Young Workforce. ‌ In response to The Developing the Young Workforce, we have extended partnerships with community learning and development and local schools, particularly Workforce (DYW) implementation programme is a seven year long programme to deliver the policy agenda of the Scottish Government in relation to Rural Skillsincreasing the employment prospects of the young workforce. These part-time courses offers progression to our full-time NC Rural Skills Course. This has greatly supported student transition, particularly those facing multiple barriers to learning. We have shared innovative practice with school and community colleagues. We DYW recommendations are active members of The Developing Midlothian’s Young Work Force Committee and our Preparation clear for FE Course (SCQF Level 4) is particularly relevant to younger learners. We are now exploring SCQF Level 5 Work-Based Qualification with SRUC. Our new Forest and Outdoor Learning Awards target school pupils across Scotlandcolleges. The awards main aim is to ensure that all young people have been piloted the opportunity to engage in purposeful and directly work related learning while at level 3 with S2/3 pupils at local high schools. We are now running 7 pilots school, building on the strong school-college partnerships that already exist across Scotland, involving schools and local organisationsthe country. The pilots include 3 high challenge is to extend that offer to all young people, and to create a climate where young people, their parents, teachers and practitioners value – and demand – a range of routes into good jobs and careers, whether that is through our universities, colleges, apprenticeships or training provision. Colleges, as Scotland’s primary providers of vocational education, will have a central role in supporting delivery of this national programme. A genuine, long-term partnership approach between schools: Dalkeith High School; St David’s High School, Dalkeith colleges, training providers, employers, parents and St Columba’s High School, Dunfermlineyoung people themselves is central to the success of this agenda. Fr om January 2019, It is only through a partnership approach we will widen the FOLAs will be recognised on t he Insight Tool, which will significantly extend their appeal to high schools across Scotland. We are also exploring apprenticeships with local employers in relation to our Forest College programme and exploring a w ork-based SCQF Level 5 Rural Skills apprenticeship with SRUC. Senior Phase‌ The college is an active partner with both Midlothian and East Lothian CPP groups. We will continue to offer vocational pathways for senior phase pupils in part-time and full- time NC Rural Skills courses, NC Celtic Studies and HNC Social Sciences. Forest and Outdoor Learning Awards at SCQF levels 2-8 are range of options available to young people and adultssupport them to make the most appropriate choices for their futures. We are also exploring Our objective is a world-class system of vocational education, in which colleges work with schools and employers to deliver learning that is directly relevant to getting a job, as a mainstream option for all pupils in the senior phase of secondary school. The Regional Outcome Agreement guidance sets specific targets for colleges in relation to delivering DYW. These themes include:  Young people able to access more vocational options during the senior phase of secondary school, which deliver routes into good jobs and careers, developed through effective partnership between schools, colleges, local authorities and other partners  Improving opportunities and experiences for all learners, with a focus on reducing gender imbalance on course take-up  Provision aligned with economic needs and regional planning, with a focus on STEM where appropriate  Further developing college outcome agreements to underpin improvements and measure progress  Modern Apprenticeships focused on higher level skills and industry needs  More employers engaging with SRUC education and recruiting more young people  Advancing Equalities The three Glasgow colleges are working closely with local authority partners to build on well established relationships – engaging with 46 secondary schools across Glasgow, East Dunbartonshire and East Renfrewshire. An increased number of discrete programmes will offer be offered in 2016/17. This includes:  HNC (SCQF level 7) delivery  NC (SCQF level 6) delivery  Foundation Apprenticeships  Personal Development Awards (PDA) in Youth Work (SCQF level 5)  Enhanced Vocational Inclusion Programmes (EVIP) – for the most vulnerable S4 pupils and those looked after or in care  Senior Phase Supported Programmes  Transitions to Learning and Work  Winter leaver programmes  Local Open Door Programmes – bespoke arrangements with local schools in addition to the formal vocational programmes  Youth Access Programmes The establishment of a M usic Transition course Regional Invest in Youth Group led by the Chamber of Commerce’s Youth Employment Board aims to increase the influence of employers in the development of vocational pathways. School-Business partnerships are now in place across the majority of the city’s schools with plans to replicate in college Curriculum Hubs The colleges have sharpened the focus on Science, Technology, Engineering and Maths (STEM) by recently launching a regional STEM strategy to support our young and emerging workforce. All three colleges have also gained UK recognised STEM Assured accreditation with NEF (The Innovation Institute) - the first UK wide STEM development by a region. This commits the colleges to strengthening economic growth by ensuring our vocational programmes are fit for purpose and our emerging workforce have the technical and transferable skills required to engage effectively in a rapidly changing world of work. Foundation Apprenticeships were recommended as part of the DYW report and pathfinder programmes have been running in 2015-16 in Engineering and Financial Services. Planning is underway to work in partnership with Midlothian high education services to significantly increase delivery in 2016-17 to cover the following areas: Engineering; Construction; Social Services and Healthcare; Financial Services; Children and Young People and Computing. Glasgow’s Colleges are committed to the delivery of Foundation Apprenticeships. The frameworks directly support the Developing Scotland’s Young Workforce (DSYW) and will play a major role in further strengthening the partnership between employers, colleges, schools and E dinburgh the Glasgow community. This commitment led to a decision being taken by the Glasgow Colleges Group in 2015 that a single regional bid would be submitted on behalf of the three Glasgow colleges to deliver Foundation Apprenticeships. The rationale for reaching this decision was to develop a coherent regional response to local authorities, schools and employer stakeholders and to provide young people with regional opportunities that are in line with regional labour market needs. The partnership wishes to build high quality and comparable offers that are consistent, as far as possible, across Glasgow. This would mean that a learner would experience the same level of learning and teaching and programme engagement, regardless of which college they attended. It is recognised that some frameworks are still at an early stage of development, and therefore developing this consistent approach across frameworks and across three colleges will require a significant commitment and focus of resources between contract award and the programme commencing. A single regional bid on behalf of ▇▇▇▇▇▇▇ University▇▇▇▇▇▇ College, City of Glasgow College and ▇▇▇▇▇▇▇ ▇▇▇▇▇ College, has been approved by SDS. Curriculum Planning A Project Board, governing how the three colleges and Review‌ We involve partners will work together within this single bid is currently being formed and will include participation from Glasgow City, East Renfrewshire and East Dunbartonshire Councils. Further dialogue will take place with organisations such as Glasgow Chamber of Commerce, Glasgow Economic Leadership as well as industry representative bodies to ensure that a r ange comprehensive stakeholder engagement plan is implemented. With regards to specific frameworks, it is anticipated that, where only one college is delivering a framework, that college will lead on that framework. Where a framework is delivered by more than one college, it is likely that one college will take the lead on that framework on behalf of stakeholders the partnership, and pa rtners in planning and reviewing our curriculumwill report directly to the Project Board. These include colleagues in FE, HE, voluntary organisations, schools and local authoritiesIndividual framework leads are listed below. The value colleges already work with a range of employers who have expressed interest in supporting this programme. New partners, such as DYW regional group, will also be approached with a view to extending the employer reach of the partnership. It is anticipated that employers will be engaged through a campaign that will include employer events, direct marketing, face to face engagement and a partner referral framework. At the heart of this plan will be a joint branded, consistent approach ensuring that the same message is reflected in our successful HNC partnership delivered to employers, regardless of geographic location. An Employer Relations function to nurture support for the FA programme across all the frameworks offered, is included within this bid. Stakeholders will include organisations such as Skills Development Scotland, ESF, the Scottish Funding Council etc. Again, a consistent engagement plan with QMU these organisations will be agreed, with single points of contact for them from within the partnership. The regional group will liaise extensively with Colleges Scotland to ensure efficient communications and i n our Preparation for FE Course networking with Midlothian Councilcolleges across Scotland and with SDS itself with regards to information and knowledge sharing. All teaching staff engage fully in this process and involve students through an effective quality cycle. 88% of students who completed Because the SSES agreed that staff regularly discussed progress bid is at a regional level, it will closely align with them. In response to local relevant regional and national priorities, we engage in strategic local and nat ional planning groups, as detailed above. The college has developed well-designed programmes, which align effectively with local and national priorities, particularly in relation to Access and Inclusion. Notable examples are our Access courses, Adult Achievement Awards and For est and O utdoor Learning Awards. Our new Access to Primary Education Course has been developed in partnership with QMU in response to this national priority. It enhances our existing Access to Social Sciences Course. • continue to develop the student voice in curriculum review • maximise student enrolments and increase attainment and student satisfaction • extend employability in Course Improvement Plans and ex plore Modern Apprenticeships with SRUC • extend the use of interactive technology across the curriculumagreements.